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    What’s the Argument?

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    Subject: ELA (English Language Arts)

    Lesson Length: 45 mins - 1 hour

    Topic: Argument Identification

    Grade Level: 10, 11, 12, 9

    Standards / Framework:

    • CC.9-10.W.2.d
    • CC.11-12.W.2.d

    Brief Description: Students will be able to identify an argument, as well as persuasive elements of an argument in a given passage.

    Know Before You Start: Students should be familiar with language techniques and literary devices, such as metaphors, similes, and analogies.

    Hook:

    • Ask students:
      • “Why do people argue?”
      • “When was the last argument you had, and what was it about?”
      • “Have you ever had to persuade someone to see things from your point of view? How did you do it?”

    Activity:

    • Have students brainstorm and create a concept map to help define the term argument by listing ideas and related words associated with it on the board.
    • In pairs, have students brainstorm and identify language techniques like metaphors, similes, or analogies used to make arguments more persuasive.
    • Have students create a scenario for a comic that revolves around an argument, including characters, a setting, as well as a clear argument or disagreement. 
    • Using the sample comic as a guide, have students create a comic displaying the argument between the characters in the chosen setting, making sure to include multiple language techniques. 

    Closure:

    • Have students share their comics with the class or in small groups.
    • Have students explain the argument central to the comic, as well as the techniques each character used. 
    • Emphasize the importance of being able to identify arguments as a critical reading and critical thinking skill.

    Differentiation:

    • Allow students to use the speech-to-text feature.
    • Allow students to work in pairs or groups as needed.
    • Allow students to use the voiceover feature to read their comics aloud.
    • Pre-teach vocabulary or provide vocabulary definitions, e.g., simile, metaphor, analogy.
    • Allow students time to work on the concept map individually, prior to sharing as a class.

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